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Us 9, Chicago 4, Duncan 4, Washington 3, Arne Duncan 2, Tennessee 2, Dennis 1, Edgestar 1, Zubov 1, John Dewey 1, Keating 1, Brown 1, United States 1, Somewhere Between 1, Carters 1, Local Level 1, Karen 1, Horizontal 1, Terry Greer 1, Academia 1,
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  CSPAN    C-SPAN2 Weekend    News/Business. News.  

    September 29, 2012
    7:00 - 8:00am EDT  

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but to this, was helpful for students who started here in this context so it is not just that judgment you were talking about but we get information that helps us understand which students and how often this get better or become a mentor reach is something else we are doing. one thing we working and is the shared learning initiative. this is a way to take all of the bits of information that are siloed so if you are a teacher you have this instructional program for this set of students for this piece and this for this piece and all of that is in separate places. you never see those things together in one place. like if you are a doctor or had x raised over here and one test over here and couldn't quite put them together in the right way to get the whole picture of a patient. that is the way we are and to that is incredibly expensive so
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that leaves a few problems where let's not worry about trying to get the best stuff but just the stuff that fits together and hooks in with our current data system. that is one of the geeky things that has a lot of potential to open up better avenues for educators and districts to make better decisions and get evidence in a way and in some ways that type of tool would make what they're doing a lot easier. >> you are the designated responder here. >> thanks for bringing this great panel. i am not going to spend time adjusting all of them. it will make this proposal better and stronger. for the younger people in the audience may be 30 years you will be on a panel like this and somebody will ask what it was
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like before the apps store. people will be shocked not because you are old but they can't imagine life existed before the apps store. it is so incredible and what made the market? where does it come from? what it is is transparency about what you're getting and barriers to entry. what we want to do is take the entrepreneurial energy in the u.s. and around the world and use it to give teachers better tools and consumer report for educational technology to educate the entrepreneurial energy developing better schools so the panel has got it right in terms of what we are trying to do. the issue about power. who controls -- the person who controls that platform will have
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the enormous power. we will see conflict of interest to make investments in educational technology companies at the very basic level. consumer reports has a great outline of these conflict of interest rules. they don't take free samples. to make sure we are not biasing test results and the whole system starts to fall apart. the second thing is equity. it is an important issue when thinking of technology. one thing we are happy with is the ability to pick of treatment effects. that is the worry that might work for one group of kids but not another. you can actually pick that up and figure out what works for each kid.
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personalized learning and a revolution in health care. some equity issues contribute to mitigating those and that will be a big priority for the platform. two of the points. as a professor of business school this is one of the most exciting trends. how to do quick iterations. you build the company instead of a product and talk to your customers and figure out what works and go to the drawing board. wouldn't it be a shame if you got a bad rating and come back again? and a system for prototypeing with a entrepreneurs and a version of the program to see how it does and improved it and get back to the platform later. the last thing i liked which was said by couple panelists is translating data into action. the first two panels how many smart people we have in academia and school levels generating
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data about education. how do you translate that data into feasible action? making sure the data doesn't just stay on our computers or hard drive but they will -- make decisions. that is what we are trying to accomplish. i want to hear from panelists about what is going on. i appreciate the comments. >> one thing i wanted to add is one of the most positive things when i read your paper and what you are doing is for the practitioner you are needing an extremely important need. right now there are so many innovators and ideas out there. they are everywhere. there has got to be a way to sort through that. that part of the concept is so important it is like both places you go people talk about common core standards and those are
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done. they are adopted by 46 states. now is the implementation. it is a huge important step and what will we be doing differently? almost everything you see there is a line with a common core standards. i don't believe that. it is a good marketing a line to go with your new software or curriculum. part of the concept that is so exciting is somebody will be doing that and they will tell you whether they really are aligned with common core standards or if it is a passing line. >> one thing to think about is part of the ecosystem of tools that do exactly what dennis said. we slap that label on and it was the same label. that is not what we want. it might take some of the burden off. this is one particular set of
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information. may be quantitative information that comes from a set. we also want information from the people who are using the tool. teacher feedback, student feedback will be an important component. there is probably going to be expert reviews. another important component. one of the things that is helpful is to think about this in terms of -- we use this term throughout in vacation, multiple measures so that we begin to get the full picture of a lot of these tools. the information about how it helps students achieve is absolutely critical. we can't do without that. these other pieces are helpful and might get to your concern about is not just the information but a little bit about how to do things that improve and get better and how do they fit into the classroom
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and that can give a more full picture. >> one thing about data. we have so much data in education. we don't. a lot of it is manual. how do you get what happens in the classroom and much more. what we have as we move on the beaverton we have a deluge of big gate at and that will be the rocket fuel of what can power personalized warning. you can understand more about which students in which context and which situations and desegregated data and more about specifics. that is one of the important things. the data will help us understand more about how people learn in general and understand how people learn sections.
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and test some of the furies in a more rapid format than the previous situation. >> i wondered if you could talk a little bit -- but ideas than usually top $5 million or less. how would this work? and a hypothetical organization, and think about what it would look like. think about the type of staff you would need for such an operation and where the money would come from. for those who are interested we are thinking of an executive director, director of research, worked to collect the data and director out reach and innovation. we really want to not lose the voice of teachers and the creation of the platform and
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user ratings bill was talking about and great ideas about how to teach concepts. we are hoping that director would interact with the system and aggregate what we were talking about. and to work with the entrepreneurs and innovators. they will find is very attractive. there are startup software companies everywhere looking for markets. they might have great ideas with a common core but don't have the sales force to go to a bunch of different schools. certainly not the 100,000 schools across the country and 15,000 school districts. we will need the administrative layer and someone to do the regulatory work. one issue that hasn't been discussed that we should bring up is lots of regulatory issues need to be worked out. we tried to think about those. about privacy and parental permission for the. schools like new york, ways and models we can try to use so these are some of the staff members we have. where would the five million come from?
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it goes back to the point of who has an influence on the results. we don't want that to happen so we are looking for those with an express interest in education and several are represented here and not to look too directly in your direction but -- also the department of education. so there are lots of different -- they are doing great work. that is how you get started on a scale of $5 million project. we want to build something sustainable. so we think about user fees that are scaled given the size of the company. we hope it is sustainable without fun national or government funding. >> the concept is the leverage of great ideas that are out there. the reason it is relatively inexpensive is incorrect to some
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degree but it is relatively inexpensive because it is about setting up a system of rules. the real innovation is not about knowing what an answer is but a system where the right answer can emerge. about creating a system where great ideas and entrepreneurs can come together and say let's jump on this platform and find out what works and communicate that to the public at large. when you look at health the innovations systems it is not about knowing what the right answers are. it is about creating a system which draws on the immense creativity of different expertise and needs expertise and perspective which will be right and some will be wrong. all out there. we have so much of that in school systems already. how do we engage that and let it come so everyone benefits? hopefully it leverages somewhat
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already. >> would you be willing to pay? don't know what the fee would be. >> $1. [laughter] >> what is interesting in tandem with there being something like edgestar available is one of the reasons this is a problem is the way the industry is structured where you have traditionally a situation where an entrepreneur comes up with a product and realizes for that product to be profitable they need to find the one decisionmaker who is going to sign the check and pay for it for an entire district. this is why it is hard for start ups to get into this space because it requires unbelievable sales force that is not only widely dispersed but has the political connections. so and so's uncle and you have that meeting and convince them they need the whole district.
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that is problematic because it leads to all sorts of distortions around what works and what doesn't and to a situation where entrepreneurs are not spending their time focused on end users. all the incentive is around how do i iterate around the decision zubov maker who is going to sign the check instead of how do i iterates around the teacher who will use this as a tool or a parent who uses this as a tool so all my energy is not spent jumping through the district procurement hoops but trying to win over the hearts and minds of users. makes it easier for them. one example of where the premium model is starting to be used. a few contracts allow us to get feedback for what the district wants but we want as many
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teachers and parents so that we can start to collect the data behind the scenes. on our own start to use google analytics and other tools to find out what folks actually want and what do they find time doing so we can settle down those things and give them what they want and that is new. it is not proven yet and there are a lot of steps around the idea of premium where you start with something free and try to get a lot of folks to solve the problem and figure out how to layer on premium services. it is a new model but it is exciting because to the degree this goes back to the last panel where the idea of respect for teachers often teachers are left out of these decisions and they are the ones actually using tools and when they are not making the decisions about what tools help the mid is problematic so there is an
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exciting opportunity. give them something powerful and work on making it -- and co of to the district leader and say 20% or 30% of teachers love this. here is what we can do to roll this up in a compelling way for you so it is not the enterprise sales. it is the bottom up approach. working in collaboration with the edgestock platform is exciting in terms of trends for creating something that will be helpful for teachers and parents and students. >> it is almost like if we could do these things, the other thing i would later on that is one division is the notion of procuring a form. we have been thinking a lot about all the different things that help people be smarter about what they are purchasing
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and help -- do things like aggregated purchasing so when someone finds something that is successful how do we leverage the distribution power of the internet to share that broadly so other people can jump on? shared states and different things a lot of time fine-tuning and we have in looking at this model creating some sort of on line wikipedia so people get better and better and that brings the third point which brings market commitment or requirement. terry greer and a dozen other superintendents or 100 teachers together to design what they would like. like if someone could bill does for us this is what we would really like and get better and better at articulating needs and what they would like. that would actually provide to
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these are entrepreneurs all over the place looking for great ideas. i talked to folks multiple times a week that have ideas or looking for ideas. people who want to build something so this information gets provided back. the ecosystem of smart demand is going to be improved. >> one of the real lead vantages -- i like what you said about using practitioners. and and let i didn't have to say that. is the representative of three million people who work there. what is exciting is the ability when you say you don't have to find the person in the district, when you look at every form of this country whether it is changes in technology or how we use that, the description i would use is we have these campfires of excellence across the country and a campfire is not supposed to spread. it stays right here.
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what we need is a brush fire. you are describing a system that connects people with similar ideas or similar challenges in the district. maybe a district that all of us sudden gets an influx of english-language learners and only two of their schools in the district they never had this before. what do we do? is a way of connecting good practice with effective tools whether it be curriculum or practice leaders and the professional practice to people who have problems or are like-minded and that is a huge possibility. we always talk about how to move it out so there are real possibilities in creating a circumstance where you can go around those boundaries. >> i will give you a chance before we return to the audience. something you want to add? >> there is so much to say.
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i do want to focus a little bit before we just are overly optimistic. on one of the pieces you were really good about in your paper where you talk about the types of things that this would be good for right now and really clear in your paper and your presentation that this type of tool right now is good for the point things that are almost -- would actually be great for the apps type of situations. i have a 3-year-old and a 5-year-old and in other words the sort of single implementation or the peace and you talk about micro skills or small pieces. that could have a lot of value. there are all sorts of products if we think more broadly about
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intervention that are more complex than that. this is the bigger problem. this is a piece of it and a bigger problem we need a lot of folks working on and a lot of different ways to slice it. i hate to go last and throw cold water but i want us to be realistic about the challenge because they have unearthed a huge challenge so don't walk out and think those guys got a soft check. how do we make sure the innovation move forward and does good? something we wrestle with for a while. >> we have time for a couple questions from the floor. over here, particularly excited person. >> i am at good harvard partners. by with like to talk about this bigger issue or broader issue.
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my job is to help companies that are somewhere between 0, and thirty million students. to create capital or acquire. one of the things that i do in the program, i would have to say i don't think the problem we face is fundamentally one of a lack of innovators for for that matter a lack of programs that have been proven to be affective in clinical trials or otherwise. of problem that i see is for all intents and purposes program efficacy is a very small
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component of purchasing decisions. one of the other things i do to help my clients is i look at literally a staff that literally reports to me every single school improvement related r f p that comes out from local state education agencies and federal government and i look at those and program efficacy is a relatively low components of the decision across the board. if you do not have been and that program efficacy be a component, a serious entry component of the procurement decisionmaking process all of the high quality evaluations in the world are not going to make a whole lot of
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impact and i think that is something you have to address as a broader question. >> an important question. looks like you want to think about it. >> yes. first of all yes. we need to raise the bar and begin to assess more information about the purchasing so absolutely right on. it is difficult to get this information especially -- rapidly changing. traditional clinical trials by the time they are done, we take a lot of these and by the time they are done, it is different oregon. or gone. the attempt to see if we can get more better information so that we can in fact begin to act for more evidence. all of us would love more evidence of the things that work
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still work and promising in certain situations or contexts, that is absolutely an aspirational goal and we should build that. we need more information. as everyone said this is one element of trying to get better information. >> can you say that again? [talking over each other] >> i have come to respect these -- the economist. >> we should probably just go home and take a nap and celebrate. and what do you do? in addition to what karen said put yourself in the buyer's shoes. if you don't know what works how can efficacy be meaningful part -- you want me to choose between several choices and i don't know which one is better. i will choose on some other
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bases and that is reasonable. no metaphors perfect but look at our health sector. hospitals and insurance companies. different government or procurements systems. we have doctors with different ideas about how to treat their patients and lots of debate. in clinical trials which for a pharmaceutical company are expensive. and yet we see no one hundred times the r&d rate among pharmaceutical companies. they are entering because if they proved it works. if they prove their medicine is better than even though it is balkanized and doctors don't normally agree, there is smart demand created. there are a challenges that are natural and other considerations but if we provide information we will only move in the right direction whether it is the brush fire or other kinds of
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fire retardants will remain to be seen and we may come over those areas as well. not sure how we ever got to the point that it is a useful part of the decisionsmaking process. >> some other questions. over here. the woman in red. >> i am a development consultant working with small business and profits. one question with regard to the 501 c 3 itself. you have proposed bylaws with regards to the tenure of your board and your advisory council especially with regard to your membership can't do activities, investments in anything associated with the product is going to prevent the undoing what they do and what are the conversations you are having with the trademark office and
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small business administration, associations and using guide star as the fool in increasing your participation of potential entrepreneurs? >> these are great questions. this is a proposal to launch the organization. a lot of these questions are things that are to be done rather than have been done. to the second point, small business administration seems like natural partners linking small business and entrepreneurs who are working on these software's to the edgestock platform or the patent office. and software we need to learn about and that is what you are alluding to. these are all things on the mind but to get going these are conversations we will have. i can't say we have a plan to deal with that yet. it is an important concern to
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make sure there's not basic conflict of interest. this the issue, if people believe the results -- there is no way we can build what works in 2 educational software space. that is the main concern. there are lots of ways to accomplish that. we are considering several options that have not settled one particular guideline through the board. that is the answer at this point. >> one feature of the proposal i have been impressed by his safeguards they are trying to put out against influence from companies who would like to be evaluated. there's a world littered with examples of these third-party certification organizations that get corrupted by conflicts of interest and it is admirable how serious they have been about that. >> another question here.
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>> that is quite -- >> we have a microphone for you. >> twice a week i get this inquiry where a car consumer reports for the technology we know we will have to buy in the next several years so thank you for this proposal and moving forward. it is the double fire hose impact. one there be a fire hose that both ends. and the technology is narrowly, and and the fire hose of all the folks that are speaking -- seeking immediate reaction, 15,000 superintendents and instructors make important decisions over the next year or two about how they implement the common core. >> the fire hose is on each end. if it is private sector they
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build up the man immediately. >> excess demand for the platform is an early science and success and challenge as opposed to total failure. it is hard to know how large scale the test needs to be. large school districts, very large ones have a lot of students. doesn't take too many large school districts to be able to have a sufficiently sized test bed to do this rapidly. and to overcome that. we will find school systems willing to join. one avenue is the league of innovative schools and large school districts. this will be different but perhaps those schools signal interest and innovation and general technology to become part of the test bed to start to look and i hope this is
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something we can overcome but it will require some skill if we get a lot of excitement. >> could everyone join me in thanking our excellent offers an excellent panel. >> now the keynote speaker at the brookings institution forum. education secretary arne duncan talks about progress in k-12 education and his reform effort. following his remarks, questions from the audience. >> by the end of this decade to have the highest rate in the country. context of secured increase in pell grants and launched income based loan repayment student repayment program. secretary duncan has put in place and moved forward.
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and raced to the top and investing in education. secretary duncan has also led the department in investing substantially in low performance schools throughout the country. we have discussed today. secretary duncan has been immersed in public education throughout his career. he was chief executive officer of the chicago public school system and with the enormous success united the education community. not always an easy thing behind school reform in chicago. following his remarks secretary duncan will take questions from the floor. with that it is my pleasure to welcome the united states secretary of the treasury -- secretary of education arne duncan. [applause] >> thank you for that kind introduction. i don't want the treasury.
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i will keep my remarks brief and have a conversation with you. it is focused on education and there's nothing more important to be engaged in. lots of hard work ahead of us. i do believe collectively we have a chance to break through in a fundamental way. a snapshot of where we are and trying to go and what the next steps are. a couple numbers caught me. keep me up every single night. 25% dropout rate in this country. that is a million kids -- no good jobs out there for them. many in the african and latino community, 60% and we are devastating not just families but we fundamentally challenge that. we used to lead the world in college graduation rates. 13 countries have passed us by and we wonder why we are struggling economically. i continue to think about the
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skills gap at high unemployment rates and as many as two million high skilled jobs we can fill. we in education have to look in the mirror and ask what we doing to close the gap. one of the duplications in your report that are important on this. the economic imperative to get better. people talk about the dropout rate having the effect of a permanent recession on our economy. you guys know the employment rate for college graduates versus high school graduates or high school dropouts defining the country is stagnating or staggering. economic imperative issue of national security which more and more people become aware of and not clear on this. staggering 70% of nation young people can qualify for military service and a criminal record. that is not good enough. i will look at the back to
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school bus for and went to topeka, kansas. this is the civil-rights issue of our generation. i am convinced it is not race or class but education and opportunity. if we're serious about closing the achievement gap we have to close the opportunity get. we have had nothing here the sense of urgency and commitment to closing those opportunity gaps that we need to. in brown vs. board five decades ago to look at the staggering inequities, inequality of opportunity by any measure we have to get better faster. all those things compel us to act. the president provided extraordinary leadership and understands what is at stake. congress's current assumption is supportive and we have to look at this together with politics and ideology aside. we have to educate our way to a better economy and vienna different place. how do we get there?
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a pretty compelling case that that is the best investment we can make. if we put our three and four-year-olds into kindergarten, we start to close the achievement gaps and close the opportunity get. if we don't do that we are constantly playing catch up. for primary to middle to high school, many colleges. young people taking remedial class in college and simply not ready. invest in early childhood education is so important. i have been public saying our department has been part of the problem. this is one of those areas where we didn't invest in childhood education. congress support over $600 million going to states to increase access and make sure it is high quality and going to disadvantaged communities. it is long-term flight and we won't search results this week
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or tomorrow or the next year. the implication is huge. thanks to the recovery act, 400,000 jobs of teachers and educator's. we lost 300,000 but i do believe we staved off an education catastrophe. stunning to see what would have happened to class size or extracurriculars or schools going to four day weeks rather than 5 day weeks going wrong direction or 400,000 teachers to go to the unemployment line. very important move at the time. couldn't do more than that but it would have been a disaster. we have seen 46 states voluntarily raised standards. that is a game change your. trying to get some challenge on this i literally think this is the first time in our nation's history that a child in mississippi and a child in
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massachusetts are held to the same yardstick. teaching to the highest standard, much more thoughtful development. we need parents to understand this. house students understand the work level required of them. and massive implementation of communication that states are working through any significant way. in the past five or ten years many states dumbed down stands in the opposite direction because it made politicians look good. bad for children and education. politicians on both parties had political benefit to say things were better and state the moving in the opposite direction. it is a big deal. one example in tennessee. in tennessee before they raise standards they were saying fourth grade math bid 91% of students were proficient. when they raised standards to 91% to 38%, achievement's that were already large doubles. but guess what. for the first time they were
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telling the truth. ever setting an honest baseline and we can work together from that point. it is a big challenge moving forward. i could be more proud of the leadership of political leaders and state superintendents doing the right thing in raising standards. coming in chronically low performing schools. it was $4 billion for the country but folks haven't focused enough that we invested $4 billion in the bottom 5% of schools. massively disproportionate investment. not in the status quo but a different vision of reform. we have 1300 schools across the country. elementary, little-enroll suburban in the process of being turned around. early in the first year or two but in many of those schools we are seeing double-digit gains in reading scores and double digit gains in math scores and rates are up significantly. in one year, 90% reduction in
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violent incidents. starting to climb. talking about calculus and physics and the going to college. massive change. focus at the local level. management, superintendent, union leaders collaborating in tough work with no drop and people yelling and screaming at each other and not paying attention that this is an unbelievable profile in courage. leadership helping turn around these schools. we visit -- visited a school in prince george county where they moved out and brought in more social workers and counselors. a very public meeting like this. the head of the meeting stood up and said this is the hardest thing i have ever done in my career but had to do it. we can go through the data that i talked to. dozens of these schools around the country. and students talking about what is different for them today. extraordinarily powerful. one young man is a senior going
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on to graduate. this has been fantastic. i wish you had done it a lot sooner. we have to push very hard in this area. the final thing is the flexibility around no child left behind. it is a joy to work on. we want congress to fix the law in a bipartisan way. is broken in many ways. actually in keating progress, stifling creativity and 33 states and another dozen working through the process. they're showing great courage moving away from focus on one test score but looking at growth and what is doing improvement and looking at other metrics. graduation rates going up. dropout rates going down. high school graduates college ready. actually going to college.
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are they persevering? some folks argue this is more complicated. it is more complex but much more holistic and comprehensive. a 50% dropout rate is not changing students' lives. looking at long-term outcome is a step in the right direction. under no child left behind a little technical but in many schools it is pretty high. many poor children and minority children and english-language learners were not part of the accountability system. they were invisible under that. states like wisconsin or north carolina 15,000 or 20,000 additional children the state is held accountable for their results. that is a step in the right direction. benefits have been fantastic. we desperately hope congress will reauthorize in a bipartisan way. we stand ready to spend time to get there. the best thing that could happen once we get to that point
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whether it is now or next month or next year is we don't design this law in washington. we take the best ideas from the best stage. we put our head in the sand in washington we do a disservice to the leadership going on around the country. all of this to what end? increase assets and completion rates in college. we made a play a round community colleges. and the education continuing put unprecedented resources behind community colleges partering with the private sector were public-private partnerships leading to real jobs. my most inspiring visits are to community colleges sing 18-year-old and 30-year-olds retraining and retooling and bringing manufacturing and health-care. it is amazing what community college is going to drive economic revitalization. not just in their communities but entire regions. we want to invest heavily not just from our department but in
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partnership with the department of labor as well. one of the things i am most proud of is increase from six million pell recipients to ten million tell recipients over two years. a 50% increase. many young people are first-generation college goers. $40 billion increase in pell grants over the next decade. we did that without going back to taxpayers for a nickel. how by don't offend anybody here. put all the money into young people -- that was the right investment to make. wild and controversial in washington. it made absolute common sense and went a long way through the efforts. promoting a big agenda around transparency. when cost is so high, university costs down 40 states cut -- not something that is good. we try to give young people the ability -- what is a grand? looking at three university's
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what is the package for? there is tremendous opaque mr. round that as we increase transparency. we thing good actors will get more students going their way and that actors cost too high and graduation rates too low and hoping market pressure will come to bear. we hope we will work extraordinarily hard. this is not simply about education. we will not have a strong country or strong economy if we don't strengthen what we are doing at every level and early childhood k-12 and higher education and those things of linked. as we move forward we want to stay focused on where we are going. continue to focus on the early investment. a natural long-haul. continue to drive reform and technology and technology increase the efficiency and better outcomes as well and the next generation of teachers coming in and the respect initiative which gets into a million teachers retiring over the next six years. our ability to attract and
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retain talent shapes public education. it is a once in a generation opportunity and how we make a real profession with great talent once it comes and get recognized and compensated and career ladders that meaningful. lot of work we do together in a profession where we are not losing too many of our young talent and won't even think about coming in to education and push hard. and the higher education side we have to break through and with 40 states cutting funding more middle-class families -- i was in iowa not long ago at a forum like this. a young girl came up to me. she was a senior in high school. right then her family at dinner time trying to decide which twin to send to college, she or her
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brother. is this real. knotted the four area. no family should be in that situation. how do we get universities to keep tuition down and access to completion and get states to invest more in higher education, not less? i keep asking about cutting funding to education, how many -- the room gets quiet when you ask that question. we want to invest in pell grants and other things. how we step up to the plate. ultimately how the why want -- by 2020 leave college graduation rates leading the world. are we graduating young people, and if we had the best educated work force in low world and strong economy. and it is unacceptable to all of us. thank you for being here.
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[applause] >> clinical psychologist. unlike you to flesh out a little more how you will bring in a new generation of teachers with more respect and hire status? >> we are working it through and this is a conversation we are trying to facilitate but we think teachers should be leading this. we have led hundreds of town hall meetings, thousands of teachers -- fundamentally this entire pipeline is broken. it is not an easy fix. we don't have the right talent pool coming in. with a high performing countries like finland and singapore 100% of teachers come from the top third or the top-10% of college graduates. we are at the other end. how we train teachers is
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woefully inadequate right now. 52% of teachers tell us they are unprepared to enter the classroom. 52% of doctors said they aren't prepared to practice medicine we would have a revolution in this country. the fact that teachers that is okay, i have been public saying we should page features a lot more money. we need meaningful career matters so that mentor teachers can stay in a long time. what do we do differently from 18-year-olds of to 58 and 65-year-olds? not easy fit but we need to challenge the status quo. we want to facilitate this but teachers around the country are starting to demand this. is important to empower them. we call this the respect project. the president has that $5 billion and lot of animation on our web site. it is still evolve thing. the public unions management, parents, all of us have mutual
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self-interest in getting the next generation of great talent in and doing a better job. >> mr. secretary. the administration under your leadership. your commendable leader should this series of pioneering things in the first term and referred to some of them. race to the top and local forms and the like. if there is a second term -- [laughter] >> when there is a second term can you give us a sense of what the agenda might be in the second term. the types of pioneering steps? >> we are flashing that through but the good thing we tried to allude to stay focused. it is not a time -- continuing to invest in child to the education is hugely important.
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thinking about to drive reform on the k-12 side is better graduation rates and reduction in dropout rates and next generation talent and how technology -- ultimately we have to craft a nod on the higher end side of having many more not just disadvantaged young people, and can't just increase completion rates. how we get there, we have at the start of the administration $100 billion in recovery act money. i would love to have the one hundred billion dollars again. that is not realistic but how we think in different ways. a much bigger believer in carrots than 6. the waiver process is fascinating that will drive flexibility to be creative. we did all that with no money. not a nickel out there and more flexibility for existing resources. how do we be creative.
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how are we a better partner to states and bureaucracy much more focus and innovation and taking skills and best practices. investment innovations and stuff we haven't talked about. if we had more financial resources i would love to invest a lot more. so many good ideas we have not been able to get to. i don't see us changing direction radically. how we stay the course and stay focused and continue to get results. the turn around schools and school improvement grant and talk about the data. one thing i am proud of is we have 700,000 less kids going to, quote, dropout factories that a couple years ago. that is a huge step in the right direction but we have so many kids -- how do we get that number to zero. we need to hold ourselves accountable for how we implement and execute. last thing i will say is common for implementation is a big deal. raising standards is the easy
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part. the hard part is getting everyone to work to those standards. how we all felt real teachers and real students teach to the highest standards will take a lot of collective work. >> i am or originally a chicago public school graduate at whitney young high school. as you know, there is a pretty high dropout rate. only 4% of people get their bachelor's degree. i wanted to know we have been talking about charter schools. failing schools and public schools. how would you recommend prioritizing limited funding. do you support a school that is doing well but succeeding. how does that leave money for failing schools and charter schools in this time of less financial resources? >> there are so many debates in education. false debate that miss the point but the debate of college versus careers a crazy debate.
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so many students prepare to go to college and careers. we are not doing a good enough job in either one. it is both. when you look at the skill set is very similar. charter schools. traditional schools and gifted schools -- we need more good public schools. that is what we need. do i go to a charter school or get the traditional? they have no idea. ville i have a great teacher? those of principle know who i am? we need more schools that look like that. high performing charter schools. need to replicate them and let them go and learn from them lose so much tension. we need to share better. one thing i try to do is the charter school community has been much better at replicating success. they started replicating high
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performing district schools in elementary -- we know we have waiting lists. the more we don't tolerate failure. rehab -- hi performing schools. talk about 5,000 most performing schools, 200 of those are carters. it is the thing about the name charter that means quality. quality means quality and they have to challenge themselves to close down or phase-out schools that are not working. success must replicate every form and fashion. non success and failure have a much lower level of tolerance. tolerance for failure has been too high for too long. >> mr. secretary, i am from naval postgraduate school. i may john dewey educated person. my mother mentor typed her way through typing all of his books. giving you where i am coming from. i am a great believer in collaborative learning.
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in the complex world we live in today, if you are this good in math but don't understand anything else we are losing out on that. one of the things i have observed a lot of public schools is the job is to get the answer. not to ask the right question. my question for you is how do we open up curiosity and allow these kids to challenge and not be penalized because their teachers don't understand the answers? their job is to say where do we go find the answer? but i see things -- everything is silent. getting them to talk horizontal is really hard. i am hoping you will do something about that. starting with kindergarten. >> we are working on it. we are not there yet. a couple things. ultimately questions of what do we value, what skills are we
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trying to teach and is it the road memorization of facts and you can google anything and less ability to have all the stuff memorize. penmanship and handwriting? how big a deal is that going forward? your point of collaboration and critical thinking skills and being able to work as a diverse team leaders will every sector is what they are looking for. and again you have amazing traditional schools and charter schools and high school and elementary, kindergarten where you see remarkable work going on. teaching across the curriculum in different ways. clearly not the norm. i always get asked the appropriate federal law. one of the best uses of resources is to shine a
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spotlight to help the scale of resources with flexibility or whatever it might be. we see those skills sets being tossed and giving more flexibility. china's spotlight and competing groups and teachers and principals talk about those things they are really important. we try to build that culture. a wrong way to go. the other thing i am interesting in that is related the not identical is cognitive versus non cognitive skills. a lot of work on resiliency and perseverance. i spent my life working on a south side of chicago in an impoverished community and everyone came from tough spots. those kids that went out made it out and had that resiliency group that was mind blowing. how do we teach those skills? two young kids at home trying to ask what did you fail at today? nontraditional question.